Lesson Plan : Over Stimulization
Teacher Name: | Erin Vaughn |
Grade: | Grade 1 |
Subject: | Arts and Crafts |
Topic: | The topic for this lesson is learning about the stimuli in the classroom environment that most people do not notice but that distract and frustrate children with autism. |
Content: | Big Question - How can we help students with autism feel included in our classroom? Key Concepts - stimuli, empathy, and routine Vocabulary - stimuli, empathy, routine, and the 5 senses |
Goals: | The goal of this lesson is to help students see the many stimuli that distract students with autism and how they can help eliminate these distractions so that these students can learn in the classroom and feel more comfortable and a part of the classroom community. TEKS - |
Objectives: | The students will be able to participate in the demonstrations involving over stimulation of the five senses and participate in a group discussion concerning ways to help eliminate these distrations for studnets with autism. |
Materials: | Audio tape with recording of the children's voices during daily acitivities Tape player Books and notebooks and pencils to drop Bright poster board with pictures and words Fans Spinning wind catchers Teachers or students to walk around the room Onions Garlic Room spray Lemon juice Salty crackers Sugary candy (with permission from the principal) Hot Sauce on cracker Slippery noodles Gritse Shaving cream Goo Syrup Soap Paint |
Introduction: | The students will come into the classroom and the teacher will have spelling test paper on their desks and ask them to put their heading on the paper and get ready for the pretest for the week. While they are doing this she/he will press the play button on the tape player and it will play student voices and classroom noises at a high volume while she/he gives the spelling test to the children. He/she will also drap her/his book during the test and know things off of her desk that make noise while they are working on the test and make other noises to make it hard for them to focus on the test. |
Development: | Then the teacher will collect the tests and pass out a piece of paper for the children to use to copy down math problems off of the board and work on the paper. While a student is passing out the papers the teacher will tape bright posters to the wall and board around the problems. The posters will have pictures drawn on them and words written on them. THen she will tell the children that they have five minutes to complete the problems. While they are working, other teachers or students will walk around the classroom and inbetween the desks to make it harder for the students to focus on the problems. Then the teacher will pass out writing paper and ask the children to write a summary about a book that they have recently read. While they are writing she will cut up an onion in the back of the room, cut up carlic at the front of the room, and spray a large amount of perfumed air spray at the side of the room. She will give the students a few minutes to work on this paper and then collect them. |
Practice: | Next, the teacher will ask the studnets to meet her on the carpet in a large group and they will debrief about these activities. She will ask the students how it felt to try to work while there was loud noises in the classroom, bright posters on the wall, and strong scents in the room. They will discuss how this is similar to how children with autism feel sometimes feel in the classroom. Even the noise that occurs normally in the room can distract them and cause them to be unable to focus on the task at hand. They will also talk about how this can happen if students are moving around the room and if there is clutter or too many objects that are distracting. They will also talk about how smells can cause chidlren with autism to be unable to focus and upset them. |
Accommodations: | All of the students will participate in the acitivities and listen to the discussion at the end. Most of the students will participate in the acitivities and participate in the discussion by offering their feelings and ideas. Some of the children will participate in the discussion and offer ideas in the disscussion as well as offer ways to carry these ideas into places other than the classroom. |
Checking For Understanding: | After the class has completed their lists, they will write them on a large piece of paper at the front of the room and they will discuss them as a class. They will work together to reword any confusing parts and eliminate and combine ideas to create one final list that they can add to their social action book. |
Closure: | When they have completed this activity and the final list is created, they will meet again to talk about any other areas that might bother a child with autism and how they could keep these things in mind so that that child would feel like they are important to the class and their needs are met. |
Evaluation: | The teacher will post the list in the room where the children can see it and see if the children are focusing on applying the ideas that they talked about in the classroom. She will take notes on areas that they need to focus on that they are forgetting and they will meet a week later and discuss the areas that they are succeeding in and the areas that they may need a little more practice on from the list. |
Teacher Reflections: | For ESL studetns in the class, the teacher will translate the final list into their native language as well as have a translator present durign the discussion to help the participate if they have an idea they want to share. During the spelling test, math work, and writing the teacher will have them complete the work the way that they normally do whether that means reading the words in English and another language or trasnlating the assignemnt and directions into another language. For spudents with disabilitites, the teacher will have them particiapte just like the other students and will include their accompdations for the work as normal. If their disabilities are similiar to autism then she will allow them to be the expert in the discussion if they feel comfortable, but not ask for their advice on the list and ideas if this is uncomfortable for them. |
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